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Tiene, Drew & Luft, Pamela.
(2002). The Technology-Rich Classroom. American
School Board Journal. Retrieved September 18, 2005 from http://electronic-school.com/
The Technology-Rich Classroom
This
article describes an experiment which took place on the campus of Kent State
University in which teachers
and students utilized technology in a classroom setting. Organized by Kent State
professors Drew Tiene and Pamela Luft, the experiment was designed to answer the important
question: What hardware and software
should be provided in a classroom to maximize student learning? The classroom was setup using the Ameritech
Electronic University School Classroom design and was used by four middle
school classes. The classroom was
outfitted with several pieces of equipment including 12 Windows-based computers
with internet access, five digital cameras, a printer and a video cassette
recorder. Teachers had their own
station with a computer, VCR and a video document camera connected to a
projector. The professors observed the classes during
instruction and
interviewed teachers and students to compile their findings. The results in learning, hardware and
software preference were very interesting.
In learning, teachers stated that they and their students improved
their technology skills. Teachers
liked how assignments could be individualized and noted that students were
able to work more independently.
Teachers reported that cooperative learning and student interaction
increased. For hardware, teachers
viewed computers and printers as essential and preferred a classroom with 12
computers where students worked together in pairs. Students enjoyed using digital cameras
because their digital photographs could be saved and imputed into electronic
presentations and web pages. Teachers
valued the teacher station and the VCR which enabled them to make classroom
presentations. For software, teachers
and students valued word processing, a web browser, and presentation
software. The word processing software
was necessary for producing assignments.
The Web browser was necessary for conducting research on the internet
and students liked the Web development capability which enabled them to
create web pages. The presentation
software was used by teachers for instruction and by students to present
reports to the class.
This article affirms my belief
that technology is very effective in promoting learning. I have experienced first hand improving my
technology skill along with students.
Once I was working with a class creating Powerpoint
presentations when I found that one student knew more about Powerpoint then I did.
I learned along with the rest of the class what the student knew and
we used that information to create better presentations. I have witnessed classes where each student
had their own computer and classes where students shared a computer. I found that when students share a computer
their learning interaction increases and they are more apt to ask questions
about the lesson. Students seem more
comfortable working and doing research when they have a peer to work
with. However students should work
individually on tests. Having access to the internet via a Web browser is
very important. In the Media Center students are often doing
research on the internet. They enjoy
the independence of accessing the vast resources on the web on their own and
having control over their search. Students can highlight important points
from their search and paste them into Word which is an effective method of
note taking. I believe the interaction
of technology and instruction is essential to promote students as life long
learners.
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